Social Pedagogy | Social Education

9

Authors: Miroslav Frankovský, Zuzana Birknerová

The report presents the findings gained by an evaluation of individual indicators of social intelligence by Management and Social Pedagogy students. The research included the participation of 245 Management students and 206 Social Pedagogy students. The analysed data confirmed the existence of statistically significant differences between the Management and the Social Pedagogy students in the evaluation of the selected social intelligence factors. Statistically significant differences were identified between the observed groups of students in the evaluation of the social intelligence factors Empathy, Manipulation, Social information processing, and Social skills. In this sense, Management students scored higher in the attribute Empathy and are simultaneously characterized by a higher level of Social information processing and Social skills than Social Pedagogy students. Social Pedagogy students had a lower score in the factor Manipulation of people. The presented findings prove that it is inevitable to specify the approach to individual helping professions, which is related to the preparation of people for these professions, the selection of people for various positions within helping professions, as well as the continuous education of these people.

13

Authors: Soňa Vávrová, Radana Kroutilová Nováková

This paper deals with an evaluation of the process of transformation and deinstitutionalisation of the system of care for vulnerable children in the Czech Republic by the main representatives of the institutional care for children. This is a pressing issue, reflecting a nationwide systemic change. The study includes the results of a qualitative survey conducted at the beginning of 2015, using the technique of in-depth interviews with 8 directors of selected children´s homes. The obtained data were analysed using grounded theory procedures. The research results show that directors are aware of the necessity to transform the system of care, however, they do not approve of several partial steps towards such systemic change. Inadequate preparation of the reform and the changing of rules during the course of the reform were identified as the main deficits.

13

Authors: Zdenka Šándorová, Barbora Faltová

The service of social prevention early care according to Act no 108/2006 Sb. on social services, as amended, is an important alternative to institutional care and at the same time a challenge for social pedagogy, because a child at risk (in our concept, premature, preterm, with low birth weight, with a congenital developmental defect, with a disability, chronic illness, etc.) represents a problem with a complex structure, which affects not only the mother and the baby, but also significantly affects the family, the family system, the wider environment, the professional and lay public, including social policy. To resolve it there is a need for a comprehensive approach and a consideration of the preventive socio-educational orientation of social pedagogy, which analyses the contribution.